Warming up、Pre-reading、Reading、Comprehending教案及板书设计

Teaching design

Book nine Unit one

Breaking records

The Way is always ahead of us

任俊玲

教学设计理念

1、运用任务型语言教学模式，训练培养学生对语言的综合运用，

2、课堂以学生为主体，以任务为主线，重视体验参与，教师起到“设计者、研究者、促进者、协调者”的作用。

3、在教学中，突出交际性，注重读写的实用性，要进行情感和策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

4、课后访谈调查，读写摘记，重视语言运用。

5、正视个体差异，倡导过程激励，以多层次、多角度、多主体的结果与过程并重的评价方式激励进步。

教学内容分析

(一)知识背景及新课程、新教材

本单元以世界纪录为中心话题，只要内容涉及以阿里西塔福尔曼为代表的几个世界吉尼斯纪录的保持者及其运动经历，重点讨论了创造吉尼斯纪录所必备的身体素质心理素质创新意思

以及挑战自我的决心和毅力语言和技能都是围绕这一中心展开的。

本课是“阅读课”，是本单元的重点。文章的主题是“路永在前方”其内容介绍了世界吉尼斯的保持者阿西里塔福尔曼，他不是职业运动员，但其运动成就让许多运动员望尘莫及，本课通过阿里西塔福尔曼的成长经历以及获得这些成就的精神动力激励学生认识自我的潜力找到精神动力的源泉，实现梦想。

（二）教学重点难点

（1）重点：1．了解记叙文的文体特点并以此指导阅读；训练skimming, scanning,

1

careful reading等阅读微技能

2．对文章深层次的理解及细节的欣赏，认识及分析主人公的人物特征及人物性格。

（2）难点：

1。阅读技能的训练；2．对记叙文的鉴赏能力及人物评价。

教学目标

知识技能

①通过本课的学习使学生能够在理解的基础上复述课文

②在阅读中体会并初步掌握生词、词组

句型

的用法

③体会作者在写本文时是如何进行内容安排的

情感态度

①了解吉尼斯纪录的相关知识、以及勇于挑战并打破

纪录的杰出人物应具备的品质

②鼓励学生打破“我不行”的心理暗示让意念统领身体走出一条完美的道路

教法分析

教学方法

：问答法question and answer 讨论法discussion 辩论法debate 任务教学法tasks-based method 教具教学手段：

Multimedia computer; projector; ; PowerPoint 教学步骤Teaching procedures:

Leading-in(导入) 激趣Pre-reading(读前) 任务一铺垫表层理解表层理解深层理解教学过程流程图任务二While reading(读中) 任务三任务四Post reading (读后) 任务五评价性理解Summary &homework(总结与作业) 任务六阅读的延伸综合运用语言的能力文化意识策略

2

Leading-in (discussion)

To show Ss pictures about some famous athletes to let them know something in common about these people--the key of success. Pre-reading

Task one

to show students some pictures which occur in the text, First, lets them to know the name of the activity and the way to do it, Second, let the students experience one or more of this, such as somersaulting doing jumping jacks, Third, thinking and discussing

Now class we will read a story about a man called Ashrita Furman who has broken Guinness records. While reading

Task two

Listen to the tape, after listening tick the topics that the author does not cover

Task three

Skim the text and answer the questions

①Who is Ashrita Furman? ②When and why he entered the Guinness book of world records? ③When did Ashrita become a student Chinmoy? Task four

Careful reading first look through the questions

①Where do you think Ashrita lives? ②How do you know

③Has he broken records in all seven continents? ④When did he first come across the Guiness book of the world records

⑤

What are some of his pgysical difficulties? A .walking with a bottle of milk on his head

B .standing on top of a Swiss ball

C. somersaulting

D. doing gymnastically correct lunges

⑥

what happens in an event that prevent Ashrita from giving up?

3

Post reading

Task five

Discussion on Ashrita’s motivation ①Why did Ashrita challenge the Guinness

world records instead of taking part in the Olympic games? ②Why does he keep on trying to challenge different Guinness records? ③Why didn’t

he take part in a conventional sports instead of un conventional and funny one? ④Why did Ashrita took part in active sports after learned quiet mediation? Task six

discussion on Ashrita’s belief.

work in group four or five each group may be for it or against it, choose one, and discuss with your group, (divide the class into two parts for-part and against part, then have a class report) Task seven

Summary and homework

Write an article about the imagination about the outlook of Ashrita Work in group to find

more information about Ashria through internet as well as books about after class each group should try brief paper about ahsrita. 课堂板书设计

将黑板划为左右两块，左边板书教学步骤，右边板书生词和短语。附助阅读，扫除障碍。

教学反思

本课以学生为主体、任务型教学主线，合作教学为原则，以多媒体为教学手段，突出交际性，重视读写的实用性，重视学习策略的培养、重视个体差异和结果与过程并重的评价方式。通过合作、探究，运用“三读法”让学生由表及里、由浅入深的进行表层理解、深层理解、评价性理解，培养学生阅读能力的同时，培养学生的听说写的能力。经过授课达到了预期的授课效果。

4